安其曼氏症兒童常因行為問題和溝通困難而影響在學校中的適應。本研究旨在探討前事介入策略對安其曼氏症兒童行為問題改變之介入成效，採單一受試A-B-A-BC之多重介入設計，研究參與者為一名就讀國小二年級特教班學生。自變項分別為課程調整和功能溝通訓練結合課程調整，依變項為行為問題發生時間及溝通行為表現成效。研究結果顯示，課程調整的策略能達到減少行為問題發生的時間；而功能溝通訓練結合課程調整亦能有效降低行為問題之發生時間，另外，在溝通行為表現來看，個案尚未習得獨立出現溝通的行為，仍需要依賴大量的肢體提示。

Children with angelman syndrome face difficulties in the school because of their behavior problems and communication difficulty. This study investigated the effect of antecedent interventions strategies on decreasing behavior problems for children with angelman syndrome. The A-B-A-BC design of single subject was adopted. A second grade girl with angelman syndrome in a self-contained special education classroom was invited to participate in the experiment after gained her parents' consent. The independent variable was the antecedent interventions strategies. The dependent variables were the time of occurrence of behavioral problems and the behaviors of communication. The results of the experiment indicated that the antecedent intervention strategies improved behavior problems effectively. However, the participant still could't perform behaviors of communication independently.

安其曼氏症 ； 行為問題 ； 功能溝通訓練 ； 前事介入策略

antecedent interventions strategies ； functional communication training ； angelman syndrome ； behavior problem